1. PERSONALIZED LEARNING
implications for curricula, staff and students
Simon Bates
!
simon.bates@ubc.ca
@simonpbates
bit.ly/batestalks

2. ?
• Adjusting the pace (individualization) and
approach (differentiation) and connecting to the
learner’s interest and experiences (National Ed
Tech Plan, US DoE)
• Personalized learning is ‘putting the learner at the
heart of the education system’ (Leadbetter 2008)

3. The learner, guided by the teacher, is an active co-designer
in the learning pathway experience

4. WHAT ARE THE DRIVERS?
• Experiences and expectations of students
• And of employers, parents etc
• Affordances of technology
• Blurring of physical and temporal campus
boundaries

5. How to make it happen
• Timing of learning - when
• Pacing of learning - accelerated vs not
• Place for learning - within and beyond the campus
• Ways of learning - blending online, self-paced, enquiry, collaborative
• Support for learning - SME as a guide, key role of advising
• Aims for learning - skills and competencies through disciplinary knowledge
• Technology for learning - as a catalyst, enabler, connector

6. On any web-enabled device
!
!
!
!
!
!
!
Join network uniwide_guest
!
go to m.socrative.com
!
enter room number: ubc1

7. What I might have expected
1. Spread centred around 32 skewed R
2. Spread centred around minor / moderate
3. Narrow spread around too slow

8. “Prepare, apply, cram, conform, get through, graduate ...
Stanford d.School - Paced Education
!
……then search, flounder, flail:
!
this was the archetypal experience of a university
student at the turn of the 21st century. “

9. implications for
CURRICULUM

10. At a program level….
• With what courses?
• In what sequence?
• At what pace?
• With what pre-reqs?
• From where?
!
TO WHAT END?

11. Source: http://www.unideusto.org/

12. At a course level….
• What?
• Where?
• When?
• With whom?
ACROSS CONTENT, ASSESSMENT & INTERACTION

14. implications for
FACULTY & STAFF
Graph extracted from http://vikparuchuri.com/blog/on-the-automated-scoring-of-essays/

15. implications for
FACULTY & STAFF
http://fnoschese.wordpress.com/category/standards-based-grading-2/

16. implications for
FACULTY & STAFF
https://www.khanacademy.org/science/physics/oscillatory-motion/harmonic-motion/v/harmonic-motion-part-3-no-calculus

17. implications for
FACULTY & STAFF
https://students.open.ac.uk/openmark/science.ayrf.s104.q64/

18. implications for
FACULTY & STAFF

20. A bridge between research about
learning and implications for
teaching practice
!
!
Why certain approaches work (or fail)
!
Approaches that foster effective
learning in different contexts
!
Resources:
h"p://www.cmu.edu/teaching/principles/index.html
!
1page:
CM
U
website
h"p://goo.gl/eLSYYH
2page:
Brent
&
Felder
h"p://goo.gl/oUx6A9
5page:
Bates
&
Madhani
h"p://goo.gl/lqmSI
!
!

22. implications for
STUDENTS
http://visible-learning.org/

23. implications for
STUDENTS

24. from
CONSUMERS
to
CO-PRODUCERS & COLLABORATORS

25. PHYS101:
Energy and Waves
3. Successes
http://youtu.be/BObyt_NJYrE

26. Student generated exam content
3. Successes

27. from
CONSUMERS
to
CO-PRODUCERS & COLLABORATORS
http://www.stanford2025.com/paced-education

29. A CHALLENGE
What can we learn?
What can we do?

30. READING / RESOURCES
1.
Michael
Fullan
on
Personalized
Learning.
Available
at
http://www.michaelfullan.ca/media/13435863160.html
Much
has
been
done
on
PL
in
the
K-­‐12
sector
and
that
is
the
focus
of
this
article.
It
is
a
useful
overview
article
that
touches
on
the
themes
of
many
of
the
sessions
for
the
EI
conference
(eg
technology,
analytics,
organizational
capabilities
and
infrastructure).
!
2.
Doug
Rohrer
and
Harold
Paschler:
Learning
Styles,
where’s
the
evidence?
http://onlinelibrary.wiley.com/doi/10.1111/j.1365-­‐2923.2012.04273.x/abstract
A
short
article
that
debunks
the
myth
of
learning
styles:
I
include
this
for
two
reasons.
First,
to
hopefully
prevent
us
from
disappearing
down
a
rabbit
hole
during
the
discussions
and
second,
because
in
my
experience
many
senior
academics
(including
those
with
responsibilities
for
teaching
and
learning)
are
unaware
of
the
comprehensive
body
of
evidence
against
this.
3.
www.stanford2025.cm,
Stanford
d.School.
A
‘future-­‐based
retrospective’
to
2025,
when
Stanford
imagines
looking
back
on
how
they
re-­‐engineered
university
education.
Comprises
topics
of
‘open
loop
university’
(no
longer
a
single
block
of
continuous
study
immediately
post
high
school)
paced
educated
(moving
between
phases
at
a
pace
to
suit
the
learner)
axis
Plip
(skills
and
competencies
through
disciplinary
study)
and
purpose
learning
(learning
with
a
declared
purpose
as
a
goal,
not
merely
a
major).
I
will
touch
on
the
implications
of
a
couple
of
these
future
designs,
and
consider
the
practicalities
of
realizing
them.
!
4.
The
Minerva
Project
http://www.minervaproject.com/about/
Minerva
describes
itself
as
‘a
reinvented
University
experience’.
It
is
small
(33
students
in
its
Pirst
intake)
but
is
building
a
very
different
curriculum:
4
Pirst
year
‘cornerstone
courses’
in
theoretical
analysis,
empirical
analysis,
complex
systems
and
multimodal
communications.
Elite
cohorts
of
students
will
move
around
the
world
to
gain
immersive
international
context,
‘piggybacking’
on
existing
university
infrastructure
and
interacting
online
with
faculty
based
at
the
Keck
Graduate
Institute
KGI
in
California.
It
is
admittedly
a
highly
targeted
play,
but
it
demonstrates
the
power
of
technology
to
completely
redePine
the
campus
university !
5.
One
thought
to
start
your
day
–
Systematically
valuing
the
wrong
things
http://higheredstrategy.com/systematically-­‐valuing-­‐the-­‐wrong-­‐things/
Alex
Usher
writes
a
popular
blog,
One
thought
to
start
your
day.
This
is
a
short
post
(linking
to
a
much
longer
document
and
book)
that
illustrates
how
components
of
the
HE
‘value
chain’
(ie
what
universities
do)
are
being
challenged
and
‘unbundled’
by
other
providers.
It
makes
the
point
that
some
of
the
elements
of
that
value
chain
that
universities
are
best
positioned
to
continue
to
provide
often
receive
the
least
attention.
This
has
obvious
links
to
personalization.

31. icon credits
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